Program Development and the Study of Teaching Methods for Dramatic Expression From the Basics to the Creation of Cultural Experiences for Children

从基础到儿童文化体验的戏剧表达教学方法的开发与研究

• 批准号: 11680293
• 负责人: SASHIDA Toshikazu
• 金额: $ 1.41万
• 依托单位: Hosen Gakuen College
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 1999
• 资助国家: 日本
• 起止时间: 1999 至 2001
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-11680293/
• 关键词: Self-Expression; Dramatic Expression; Expression Education; Drama; Creative Drama; Sensibility; Creativity; Experience to Study; 子ども; 自己表現; 演劇教育; 劇的表現活動; ソシオドラマ; DIE(ドラマ・イン・エデュケーション); エディケーショナル・ドラマ; TIE(シァター・イン・エデュケーション); 総合的表現活動; 自己表現力 /

In this study the focus is more on the creative process of drama than on some finished product such as a well-mounted play. Dramatic activities for children vary : from the basics to experiences in creating children's culture. These improvisational, nonexhibitional, process-centered forms of drama have the potential to aid children in such areas as creativity, problem-solving skills, and communication abilities. Children in dramatic activities can also enhance self-concept, social awareness, empathy, and understanding of the art of theater.The programs designated for the teaching methods for dramatic expression offer a variety of communication ex-periences to children. The emphasis on self-expression helps them to form their self-concepts, expand their self-confidence, and increase their ability to communicate their thoughts and feelings both verbally and physically. Their increased abilities in self-expression lead to better interpersonal communication skills in informing and questioning, organizing and sharing ideas, and in enjoying the companionship and group interaction processes with others.The newly developed drama exercises include two techniques : Circle Stories and Segmented Stories. Both refer to the process of creating an informal play improvisationally from a story under the leader's guidance. With Circle Stories the programs focus on the easiest and most orderly method in involve all the children in playing the action or basic story line. The technique is more like organizing a game since little emphasis is given to characterization, emotion, and sensory awareness. On the other hand, for Segmented Stories a story becomes a stimulus for creating numerous separate drama activities.The study also introduces the resorce giuides designed to help the leader of any given dramatic activities.

在这项研究中，重点更多地放在戏剧的创作过程上，而不是一些成品，比如一部精心制作的戏剧。儿童戏剧活动各不相同：从基础到创造儿童文化的经验。这些即兴的、非展览的、以过程为中心的戏剧形式有潜力帮助孩子们在创造力、解决问题的能力和沟通能力等方面。儿童在戏剧活动中也可以增强自我概念、社会意识、同理心和对戏剧艺术的理解。戏剧表达教学方法指定的节目为孩子们提供了丰富的交流体验。强调自我表达有助于他们形成自我概念，扩大他们的自信，并提高他们口头和身体交流思想和感受的能力。他们自我表达能力的提高导致了更好的人际沟通技巧，包括告知和提问、组织和分享想法，以及享受陪伴和与他人的群体互动过程。新发展的戏剧练习包括两种技巧：圆圈故事和分段故事。两者都是指在领导者的指导下，根据故事即兴创作非正式戏剧的过程。与圆圈故事的节目集中在最简单和最有序的方法，让所有的孩子在玩的行动或基本的故事线。这种技巧更像是组织游戏，因为它很少强调人物特征、情感和感官意识。另一方面，对于分段故事来说，故事成为创造许多独立戏剧活动的刺激因素。该研究还介绍了旨在帮助任何给定戏剧活动的领导者的资源指南。